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Grade 7 Curriculum Overview

Introduction The Middle Years Programme focuses on the understanding that students in this age group are developing skills that will help them to succeed in the rest of their academic and social lives. During this time, we recognise that they are particularly aware of social and cultural influences. The MYP strives to make the most of this time of growth to help students develop the capacity to become responsible for their own learning and to make informed decisions. Curriculum NIS has a Pre-K to Grade 12 curriculum that ensures that each subject builds on prior understandings and skills. As life is a complex myriad of relationships and connections, students engage with these understandings and skills through units that allow students to grapple with complex ideas and look at a variety of perspectives. Each unit in the MYP is developed around a Key Concept that provides a framework for learning. These concepts encourage students to make connections between subjects, create personal relevance, and achieve higher levels of critical, creative, and conceptual thinking. Organisation of Subjects From Grades 6 to 8, MYP offers a core set of subjects. These are outlined for this grade level in this overview. Languages Language A is for native/near-native speakers, whereas Language B phases represent a continuum of second language learning. Depending on English proficiency students will be placed in appropriate leveled classes. Students also study one or two additional languages. Languages other than English taught at NIS are Mandarin A and B, French B, Spanish B, Korean A, and German A. Assessment MYP teachers use a variety of means to assess student progress regularly, applying assessment criteria established by the IB. Full academic reports reflecting achievement on the subject area assessment criteria are communicated in two Semester reports in January and June. Semester grades are represented on a 1-7 scale. Nanjing International School provides the opportunity for NIS MYP Certificates at the end of Grade 10. Contact For additional information on any aspect of the Middle Years Programme, please contact the Head of Middle School, Kasson Bratton: [email protected]

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Week Unit/Statement of Inquiry Key Concept Content Assessment

1-7 Thinking like an author/How do authors use language to impact the reader?

Perspective Analysis of literary techniques Produce original, creative work Using Language

Novel Study- The Giver Descriptive Writing Personal Narrative: Explode the Moment

8-14 Flip the Script:Subverted fairy tales/How can film be used to subvert stereotypes?

Connections Thesis statement composition Essay structure and format Stereotype analysis Using Language

Comparative analytical essay

15-22 Short Stories/Why are some stories better than others?

Creativity Narrative (Plot) Structure (3D) Character Study Genre exploration

Short Story Composition Short Story Analysis

23-33 Might is Right- Shakespeare in Action

Relationships Conflict as a catalyst for change Theme Setting Purpose

Role play- The Merchant of Venice Analytical Essay

33-38 Rites of Passage/What are the “universals” of growing up?* *In the context of the literature circle

Connections Theme, Conflict, Symbolism Literature Circle Roles (Literary Analysis, Summarizing, Vocabulary in Context)

Mini-Memoir Podcast

Language Arts

Gr7 English A: Will provide students with the skills to respond to a variety of texts, develop a critical approach to literature, communicate formally and appropriately in various situations through written and oral forms, understand their own culture and those of others, gain a deeper understanding of human nature and read for enjoyment.

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Gr7 English B Phases 3-4: The focus is on the English skills needed to communicate independently and confidently for academic and social purposes. Formal assessments will take place at the end of each semester and the language status of each student reviewed. Parents will be kept informed of any changes. English for Cognitive and Social Success (ECSS) support is given in place of a second language until students move from English B Standard. The ECSS program develops skills in listening, speaking, reading and writing. This is achieved through active classroom support in Humanities and Science, with consolidation in ECSS classes two lessons a week.

Week Unit/Statement of Inquiry

Key Concept Content Assessment

1-2 Introduction and Testing

Communication identifying main and supporting ideas; drawing conclusions; basic essay structure.

Testing of reading comprehension and writing

3-9 Poetry translation Creativity Home-language poetry. English translations of home-language poetry.

10-17 Æsop’s Fables Connections Audio and print renditions of Æsop’s fables.

Criterion A and Criterion B written responses.

18-14 The Birthday Project

Communication Information about a famous person from history who shares a birthday with the student.

Keynote/Powerpoint; oral presentation

15-22 Legends, Icons and Rebels

Culture Two chapters from the book Legends, Icons and Rebels (plus accompanying mp3 recordings).

Written responses (Criteria A-D)

23-30 Mirrormask Connection The film Mirrormask; various recordings of the song “(They Long to Be) Close to You.”

Screen-shot task; comparison-contrast essay based on versions of the song “(They Long to Be) Close to You.”

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Language Arts

Gr7 English B Phase 6: Grade 7 students develop and enhance the four skills of speaking, listening, writing, and reading. Assessment throughout the year will be based on task-specific rubrics. Formal assessments will take place at the end of each semester and the language status of each student will be reviewed. Parents will be kept informed of any changes.



1-6 What makes an effective story? What makes an effective story teller?

Communication

The Giving Tree • Theme and plot revision • An introduction to essay

writing

• An oral presentation of a story to PYP students • A literary essay analysing

a children’s story

7-16 How do journeys challenge and change our understanding of the world? Identity

The Little Prince • Setting • Developing an opinion • Writing effective

paragraphs

• A literary essay, addressing the question “The journey or the destination?” • Planet Nanjing, a play

outlining what you have learnt about life since arriving in Nanjing

17-29 To what extent is my education preparing me to make informed choices? Connections

Mrs Frisby and the Rats of NIMH • Debating procedures,

terminology and skills • Public speaking • An formal open letter

expressing an opinion • Characterisation

• Class debate: Motion - Animal testing should be banned • A literary essay on the

theme of civilisation as discussed in the novel Mrs Frisby and the Rats of NIMH

30-38 To what extent should we conform?

Culture

A Wrinkle in Time • Plot review • An introduction to

foreshadowing

A literary essay on the theme of conformity in the novel A Winkle in Time An oral presentation on A Wrinkle in Time

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1-8 Eyes of a Child What is the protagonist and other characters` creed? which is truly responsible for our actions? one`s will or condition?

Perspective Nine Year Old Life Realize the importance of friendship and love, and the meaning of responsibility.

Have a presentation about aacertain chapter. Analyze two protagonists in the text Rewrite the novel with characters` perspective of the novel.

9-16 Hymn of Life What constitutes a poem and lyric? What techniques are used in poetry and lyric?

Creativity Analyzing poems Engage in activities to express their own feelings in a special way and appropriate manner.

Produce a presentation focusing on analyzing poems/lyrics students prefer Write lyric based on students` experience.

17-31 Fantasy and reality Can we be united in peace? What do you think human being is?

Connections Dragon Raja Engage in activities to deeply think about philosophical questions by comparing issues between fantasy and reality.

Analyze a character who is representative of a philosophical question. Find a real individual similar to a character in novel and write a scenario for a fantasy novel.

32-39 Historical backgrounds in stories What happened in the Korean war? What is Colonization? To what extent does environment affect morality and ethical decision making?

Connections Mong-sil Sister, Potato, and Red flame. Engage in activities to understand historical backgrounds and create a story what if students would be in the Korean war.

Research historical backgrounds Write a creative scenario. Changing a format of the scenario students create.

Korean A

Gr7 Korean A: will provide students with the skills to respond to a variety of texts, develop a critical approach to literature, communicate formally and appropriately in various situations through written and oral media, understand their own culture and those of others, gain a deeper understanding of human nature and read for enjoyment.

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1-10 Explore the world! Perspective Reading, writing and watching texts of the literary genre travel report. When I´m traveling or exploring Nanjing, China or other countries, how can I describe what I see, know, feel and think?

Descriptive writing: Travel Report

10-20 You can not escape the influence of media!

Communication Media is all around us. How is media persuading us? What do I really think? Can I use the same tricks to persuade someone?

Argumentative Essay

20-30 Are we all the same - or different?

Connections An intro into inclusion -how do we treat people different? What assumptions do we have? How do I want to be treated? How do characters in books represent stereotypes?

Characterisation

30-39 Stories tell us what the authors think is right or wrong

Creativity Discover the moral and message of different short stories, fables, sagas or legends.

Summary Creative writing

German A

Grade 7 German A will provide students with the skills to respond to a variety of texts, develop a critical approach to literature, communicate formally and appropriately in various situations through written and oral forms, understand their own culture and those of others, gain a deeper understanding of human nature and read for enjoyment.

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Week Unit/Guiding Question Key Concept/Content Assessment

1-9 Family and friends.

How do families and friends differ? What is our role within a family/community?

Statement of inquiry:

The concept of the word "family" can be different in various cultures

Key concepts:

Communication

Relathionships

Identities and relationships

Extended family.

Physical description.

Personality traits.

Do you get along with…?

Listening comprehension

Reading comprehension

Oral communication - talk about my family and friends and my relationship with them.

Writing- describe my family's appearance and personality.

10-18 Jobs and personalities

How can interests and personality influence my choices?


There are many interesting jobs which require specific personal qualities/traits.

Key concepts:

Communities

Identity

Identity and relationships

Types of jobs and professions.

Interests for the future (What would you like to be?).

Matching personalities and jobs requirements.

Work places.

Comparing jobs (more..than…, less…than)



Oral communication- my family's job and my dream/ideal job

Writing- poster/email/short story

Spanish The Grade 7 Language B Spanish course reinforces basics of the Spanish language to beginner learners. It encourages students to use Spanish as a means of communication and offers insight into the cultural characteristics of the Hispanic world while fostering curiosity, lifelong interest, and enjoyment in language learning.

Phases 1-2

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19-23 Clothing.

How does fashion reflect my preferences?


Clothing reflects our interests and taste

Key concepts:

Connections

Identity

Personal and cultural expression

Describing types of clothes.

Likes and dislikes.

Fashion related to weather,seasons and different ocassions.



Oral presentation - clothes and seasons

Writing-posters, emails, letters

24-30 Hobbies/sports/music

What is the importance of sports and hobbies in my daily life?


our interests and environment influence our choice of hobbies. Key concepts:

Time, place and space

Identity


Sports and hobbies.

Weekend activities.

Music instruments.

Likes and dislikes.



Oral communication-video opportunities

Pie Chart Poster

31-38 Health.

How can I describe common ailments?


We use verbal and body language to communicate how we feel. Key concepts:

Communication


Body parts.

Minor illnesses and diseases

Basic treatment.

At the doctor’s.

(Possible IDU)



Oral communication - at the doctor’s/ dialogue. Video opportunities

Writing activity- script/dialogue/ excuse letter to the teacher.

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1-9 Where Did the Energy Go?

Change Student are re-introduced to the laboratory and how to work safely. Students will know about types of energy and energy transformations.

•Lab Investigation and Report •Unit Test •Impact of Science Research

10-15 It’s a Small World Relationships Student use a compound light microscope to view cells. Prepare and mount cheek and onion cells on glass slide for viewing. Investigate transmission of bacteria using petri dishes and nutrient agar. Identify the common structures that make up all cells. Identify basic characteristics of bacteria, virus. Describe how the immune system responds to a pathogen.

•Lab investigation and report •Unit Test

16-21 Health Systems Groups of students choose a pathogen and complete a long-term research investigation about the fairness and development of health systems. This is an interdisciplinary unit (IDU) with Humanities.

• IDU: Group presentation. • Scientific

knowledge • Impact of Science • IDU Synthesis • IDU

Communication • IDU Reflection

22-30 What’s in a Reaction? Change Students are introduced to atoms, elements, compounds and the periodic table. Compare the differences between physical and chemical changes. Investigate evidence of a chemical change.

•Lab Investigation and Report •Unit Test •Impact of Science

31-37 Things are Heating Up.

Relationships Students are introduced to Heat transfer by way of conduction, convection, and radiation. They inquire into heat transfer and investigate heat conductors and insulators.

Lab Investigation and Report Unit Test

Science

This is a general science course that caters for all learning styles and makes relevant links between science and the student's life. There is a combination of practical laboratory classes, research and various writing tasks. Computer technology is embedded in the curriculum to facilitate a deeper understanding of the content.

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Week Unit/Statement of Inquiry Key Concept Content Assessment 1-6 Power to the People: Number

properties Giving number direction opens up a world of new mathematical possibilities.

Form Relationships

•The number system •Number operations •Exponents and roots •Divisibility tests •Factors and multiples •Directed numbers

•Knowledge & understanding task (A)

6-9 Build it Better: Angles, Lines and Parallelism The measurement of angles dates back more than 2500 years and is still important today.

Relationships Logic Form

• Points and lines • Measuring, constructing and

classifying angles • Angle properties • Angles in triangles • Parallel lines

• Knowledge & understanding task (A) • Communicating

mathematically – class book assessment (C) • Applying mathematics

investigation (D) 9-16 Sharing is Caring:

Fractions, Decimals, Percentages & Ratios. Being able to divide whole numbers into parts is essential for sustainable living.

Relationships Form

• Operations and conversions using percentages, fractions and decimals. • Finding percentages of

amounts • Applications of percentages. • Ratio & proportion

• Pattern Investigation (B) • Knowledge &

understanding task (A) • Applying mathematics

investigation (C&D)

16-20 X Marks the Spot: Algebra – Patterns, Models, Expressions & Evaluation. Being able to manipulate equations opens a world of mathematical possibilities.

Form Logic

• Geometric Patterns • Substitution into Formulae • Using Patterns • Building and simplifying

expressions

• Knowledge & understanding task (A) • Pattern Investigation (B) • Communicating

mathematically – class book assessment (C)

20-26 Shape Up: Geometry Logic in measurement allows for a greater understanding of form.

Form Logic

• Perimeter, area and volume • Properties of circles &

polygons. • Angles in polygons • Deductive geometry

(extension)

• Knowledge & understanding task (A) • Applying mathematics

investigation (C&D)

26-32 The X-Factor: Algebra – Expressions, Evaluation, Line Graphs & Rates Scientific and technical innovation often begins with an unknown quantity.

Form Relationships

• Factorization • Expansion • Inverse operations and solving

equations. • Properties of line graphs

including conversion and travel graphs • Graphing linear relationships • Rates

• Knowledge & understanding task (A) • Pattern investigation (B) • Communicating

mathematically – class book assessment (C)

32-38 Making Sense of Data: Chance, Data & Statistics. How we collect and interpret data can make a difference in the world.

Relationships Logic

• Collecting & organizing data • Interpreting and analyzing

data • Describing chance & its

applications • Experimental and theoretical

probability. • Multiple Event Probability

• Pattern & application investigation (B &D) • Knowledge &

understanding task (A)

Mathematics

The Grade 7 Mathematics course is taught in homeroom groups. It has been devised to help students to continue fully mastering the basic skills in all areas of Mathematics, whilst introducing them to new concepts and ideas. Between the listed units there are also investigations developing skills from multiple units in a practical application of mathematics.

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Humanities

This grade level’s theme is: Responsibility. Students learn the need to be responsible in a global world and understand the impact that a person can have on another or their environment. Students are taught to be reflective about their actions and how they can be a positive influence in their world today.



1-12 Conquest: Power can be used by one civilization to change the culture and identity of another.

Change This course examines the impact of the Spanish conquest on the Aztec and Inca civilization.

Daily life oral presentation. Analysis of historical sources Spanish conquest research project.

13-21 Healthcare: Systems are not always developed upon fairness and choice.

Systems History of medicine focusing on ancient civilizations and the Black Death. Examine the healthcare initiative the United Nations and other NGO in combating disease on global scale. We focus on the transmission of disease with Science as part of an Inter Disciplinary Unit (IDU).

Ancient medicine and Black Plague – analysis. Health care IDU community presentations.

22-33 Tourism: Responsible interactions with people and places involve making sustainable choices

Global Interactions Study of the positive and negative impact of tourism; how to make sustainable choices when travelling. Examining sustainable economic activities - primary, secondary, tertiary and quaternary; the formal and informal economic sectors.

Test on Traveler’s Code Case Study analysis of Kenya and Uganda tourism Guided Tour presentations – student choice. Economic sectors and key terms test.

34-39 Biomes: Appreciating natural places and spaces can raise awareness about sustainable living (time).

Time, Place, Space What is physical geography? What is an ecosystem? Deserts: Characteristics, locations, formation, plant and animal adaptations, desertification. Rain forests: Characteristics, uses, deforestation, preservation.

Model of an ideal biome space using the characteristic that would lead to a sustainable eco-system.

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Chinese

Mandarin A will provide students with the skills to respond to a variety of texts, develop a critical approach to literature, communicate formally and appropriately in various situations through written and oral media, understand their own culture and those of others, gain a deeper understanding of human nature, and read for enjoyment.



1-8 Novel: The definition of a hero, depends on one’s perspective.

Perspective Texts: Journey to the West Adventure, imaginative writing, characterizations, Human nature

Creative Writing & Character analyzing

9-18 Fables and Idioms: Language is a tool for personal growth, social interaction and for developing relationships within the community.

Connections Texts: Yu Yan Si Ze Zheng Ren Mai Lu Ke Zhou Qiu Jian Chinese sayings, history, moral, personality

Debate Rewrite from classical language to modern language

19-27 Prose: Culture and tradition Reading a diverse variety of texts gives insight into Chinese culture and traditions, and a deeper understanding of the style of Chinese literature.

Culture Selected texts from the textbook Yu Wen: Duan wu Ri Ben Ming Nian de Hui Xiang Zhong Qiu Yong Yue Shi Ci San Shou Traditions, values, feelings; narrative, describing, expressing etc.

Descriptive writing Analytical writing

28-33 Short stories: Growing pain Short stories are a reflection of us as people, what we do and how we are changed and shaped through experience.

Change Texts: Wei Ren Xi Bao Dang hai dao qu Ba Ba de Hua er Luo le Family, relationship, society, personality, life skills, characterizations; writing process.

Creative writing Literal analysis Oral presentation

34-39 Poetry: What is poetry? Language is a vehicle for thought creativity, learning, reflection, and self-reflection.

Creativity Texts: Shao Nian Ge Sheng Huo Shi Duo Me Guang Kuo Poetic devices, differences between classic poems and modern poems.

Oral presentation Creative writing

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Chinese

Gr7 Mandarin B will develop the students’ ability to communicate information, ideas and opinions, provide access to varied sources of information and enable the student to develop an appreciation of host country culture.

Phase 1-2

Phase 3-4


1-9 Family members can be defined according to their family roles and life experiences.

Culture Immediate and extended family members and relationships.

presentation-oral reading comprehension; writing

10-17 Clothing reflects our personal style, living environment and life occasion.

Connection Seasons, weather, clothing and different occasions.

Presentation; reading comprehension; writing t.

18-25 Our interests and environments influence our choices of hobbies.

Communities Sports and hobbies, the advantages of exercising.

Presentation; reading comprehension; writing t.

26-32 Our jobs influence our lives.

Identity Jobs and activities, work places.

Presentation; reading comprehension; writing .

33-38 Proper communication help us keep health when we feel sick.

Communication Body parts, minor illness, basic treatment.

Presentation; reading comprehension; writing .

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1-9 Traditional Food The environment, customs and religions have shaped our food habits.

Culture Chinese recipes.

Geographical areas. Where the food come from.

Food tastes and habits.

Nutrients and their role.

Advice on healthy eating/living

Listening comprehension Oral communication Reading comprehension Writing

10-17 Celebrity The more famous they are, the more responsibilities they have to shoulder.

Identity Facts of some famous people Do you want to be a famous person or not? Why? Write biography in Chinese

Listening comprehension Oral communication Reading comprehension Writing.

18-25 Traditional Costume Each country has a meaningful traditional costume and there is a connection between the style and environment they live in.

Culture; Change

Terminology for traditional clothes: factors affecting the style of clothing including geographical location, climate/weather, religion, natural resources


26-32 Animal Protection Our impact on the animal habitats has an impact on us.

Connections Facts about some endangered animals

Animal protection proposal writing


33-38 Fable Story What makes an effective story? What makes an effective story teller?

Creativity Idioms through stories. The cultural background behind stories. Create Shadow Play story


Phase 3-4

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Phases 4-5 (use the Phase 4 curriculum) Chinese


1-9 The environment, customs and religions have shaped our food habits.

Culture Food names, nutrient facts, food pyramid, a variety of factors affect the type of foods people eat.

Poster making, reading comprehension, presentation.

10-17 The more famous they are, the more responsibilities they have to shoulder.

Identity The nature of celebrity. Magazine article writing, reading comprehension.

18-25 Each country has a meaningful traditional costume and there is a connection between the style and environment they live in.

Culture; Change

Terminology for traditional clothes: factors affecting the style of clothing including geographical location, climate/weather, religion, natural resources

Reading comprehension, presentation.

26-32 Our impact on the animal habitats has an impact on us.

Connections Different types of animals in their habitats, food chains, animal protection.

Role play, letter writing.

33-38 What makes an effective story? What makes an effective story teller?

Creativity Idioms through stories. The cultural background behind stories.

Reading comprehension, retell stories, rearrange the story.

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The Grade 7 Language B French course encourages students to use French effectively as a means of reasonable communication and offers insight into the cultural characteristics of the Francophone world whilst fostering curiosity, lifelong interest, and enjoyment in language learning.

Week Unit theme Statement of Inquiry

Key Concepts

Content Assessments

1-8 Family and friends. Family members can be identified according to their different size and appearance.

Communication Connections

Extended family Height and weight Facial appearance Physical description Chinese Zodiac signs

Comparison


9-18 Work. Our jobs influence our lives.

Communities Identity

Jobs Likes and dislikes Opinion Personality Western Zodiac signs

Listening comprehension Oral communication

Reading comprehension Writing

19-21 Shopping. Clothing reflects our interests and tastes.

Connections Identity

Clothes and accessories Likes and dislikes Description Shopping Culture: French malls (Galeries Lafayette) French fashion


22-28 Health. We can use body or verbal language to communicate how we feel.

Communication Systems

Body parts Minor illnesses At the doctor’s Basic treatment


29-38 Leisure. Our interests and environment influence our choice of hobbies.

Identity Time, place and space

Sports and hobbies Weekend activities Music instruments Likes and dislikes Culture: French songs, music and DJs


Phase 1-2

French

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Design

Semester

Unit/Statement of Inquiry Key Concept Content Assessment

Product Express yourself

Creativity Introduction to die casting metal, finishing metal and designing in a style.

Inquiring and Analysing Developing Ideas Creating a Solution Evaluating

System FLL Competition and Task

Logic First Lego League (FLL) Robotic skills


Ditgital Dressing it up

Aesthetics Digital manipulation (Photoshop) Narrative Camera-Craft


Product/ Digital

Express yourself safely Systems Introduction to die casting metal, finishing metal and .


Product/ System

Express yourself in 3D

Form Introduction to die casting metal, finishing metal. Design own part to print on 3D printer


This year students will enjoy three trimesters of Design provided in three focussed environments. Students are challenged to solve problems during trimesters in Product Design (PD), Systems (SD) and Digital Design (DD). Grade 7 students are reinforcing their knowledge of the Design Cycle throughout these units.

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1 - 2 Introduction: A successful ensemble performance is the result of hard work and collaboration.

Communication

The students will use private instruments or school provided recorders to learn essential performance skills.

Playing tests, teacher observations, small quizzes, recorded iMovies, and a process journal will be used as assessment tools.

3 - 8 Performances Tourism: Music helps us to immortalise our traveling experiences.

Communication Using their skills and their knowledge of the Elements of Music, combined with their compositional skills, students perform the music related to specific time periods. They will complete a song analysis and research project related to their performance piece.

Mini-tasks relating to different location-inspired music will be used and recorded into iMovie. Short quizzes and a process journal will highlight knowledge gained.

9 - 18 Compositions:

Connections Students will study compositional techniques, including chord maps, aleatoric, rhyming schemes, song structures, and country studies.

A summative song compositional task. This unit will have a strong focus on the creative cycle and how their process journals show their development as musicians over time.

Music Students in grade 7 study tourism within their Humanities course. As part of this interdisciplinary unit, music students will study how locations around the world have provided musical inspiration for compositions and performances. This will result in the student creating their own piece of popular music. Students will have both theoretical and practical work, in both individual and group settings, that allow them to grow as musicians, while helping to solidify their foundational knowledge for the upcoming years in MYP. This will be done through process work in the Process Journal.

Students in Grades 6-8 choose 2 Arts subjects from Drama, Music and Visual Arts. They have 1 semester of each of their 2 choices.

The Arts

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Drama Drama students in Grade 7 are exposed to a range of dramatic styles and techniques. The first unit of study focuses on developing improvisation skills and allows them to think quickly and creatively. The second unit enables them to explore the techniques used in oral storytelling, particularly focusing on voice and physical expression. Through a range of activities they develop confidence to perform in front of others. They document their progress through the use of the developmental workbook. They use this to reflect on their work and record ideas.



1-4 Improvisation: The art of quick thinking

Communication Improvisation through a range of activities and Theatre Sports Games

Reflecting and recording ideas using the Developmental workbook. Taking part in a Theatre Sports Competition

4-10 Melodrama: Humanity consists of archetypes

Culture In this unit, you will explore the world of heroes, villains, heroines and fools. These stereotypes will require exaggerated gestures and voice. You will consider how archetypes are reflected in society and how Melodrama is still present in many forms of TV, film and theatre.

Reflecting and recording ideas using the Developmental workbook. Performing

10-16

The Art of Comedy: we are all comedians

Identity In this unit you will encounter a range of comedic styles and contemplate what it is that makes us laugh.

Reflecting and recording ideas using the Developmental workbook. Performing

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The Arts

Visual Arts Visual Arts in Grade 7 introduces students to new and more complex art making processes. Students will learn a variety of practices and skills including various drawing and collage techniques, large 3D model making and painting. Students will use the Process Journal to explore and express their own ideas and to develop new media skills and art techniques. They are also used to document research and to make preparatory work.


Global Context Content Assessment

1-9 Unit 1 Bacteria

Creation facilitates the expression of ideas, thoughts and emotions about new discoveries.

Scientific & Technical Innovation

Artist study, research on health issues in 21st century, creating a 3D model of a bacteria that could benefit the health of people in 21st century, clay techniques (pinch pot and coiling), acrylic painting or glazing

Submission of a completed 3D model of a bacteria

Process Journal

detailing working process including ongoing reflection and evaluation

10-19 Unit 2 Repeat Pattern

Print

Nature inspires artists to create patterns, which represent cultural beliefs and values.

Personal & Cultural Expression (Belief and value)

Research on patterns from different cultures, observational drawing, enlarging an image, and creative drawing & use of Photoshop

Submission of a completed digital image

Process Journal

detailing working process including ongoing reflection and evaluation

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Physical Education

PE in Gr 7 focuses on the development and application of specific locomotor, non locomotor, and manipulative skills. In 1st semester this is achieved through participation in health-related activities, net games and composition. In 2nd semester, through aquatic activities, composition, games and track & field. The emphasis is making choices leading to a healthy lifestyle.


1-8 Net Games - Choices made by players lead to constantly changing movement within court systems.

Connections Volleyball focus - Scoring, rotation, dig, set, serve, spike, introduction to pass/ set/attack concept.

Observation, assessment of specific skills. Assessment of the effort, and progress made.

7 & 20-26

Health Related Activities - How can I improve my health & fitness? How can I develop healthy habits?

Identity This unit is divided up into smaller focus units throughout the year and covers; Skeletal & Muscular Systems, Fitness and Nutrition

Observation, assessment of specific skills. Projects or quiz for each topic.

8-14 Movement Composition - Adding props to a movement routine increases the level of energy, coordination and concentration needed to achieve an aesthetic balance.

Aesthetics Incorporation of gymnastic and creative movement in a routine that expresses the given theme. Props are used for this task (gymnastic ribbons, hoops)

Observation, assessment of specific skills and creative compositions of movements.

15-19 Swimming and Water Safety - Refining skills, knowledge and awareness about the changing conditions of aquatic environments can increase the safety of ourselves and others whilst participating in a range of water-based activities.

Systems Water safety techniques and stroke development. (course is adapted to the ability of the students)

Observation, assessment of specific skills. Emphasis on active participation and progress

27-32 Athletics - Refining movement techniques lead to an improvement in performance in athletic events.

Form Track and field events (throwing and jumping) using 5* Athletics Award

Observation, assessment of specific skills related to Athletic events.

33-38 Invasion Games - Movement choices determine how space is created.

Interactions Touch Rugby or Flag Football focus - Introduction to the rules and main concepts of the game. Practice of basic skills and tactics. Application of skills in a game setting.

Students will be observed and assessed on practical skills, strategies, tactics and game play according to the criteria and descriptors set out for the unit.

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The Curriculum - Grade 6, 7 & 8

To ensure a strong knowledge base in all subjects the following are offered: Language A, Language B, Mathematics, Mandarin, Sciences (6,7,8), Design, Performing and Visual Arts, Physical Education. Interdisciplinary Units provide the focus for developing the connections between the disciplines, so that students will learn to see knowledge as an interrelated, coherent whole.

Subject Periods %

English 4 10

Mandarin 4 10

Languages (French/Spanish/ ECSS)

4 10

Sciences 4 10

Math 4 10

Humanities 3 7.5

Design 3 7.5

Drama/VA/Music 3 7.5

PE 3 7.5

xBlock 7 20

TOTAL 40 100

We are excited to introduce “xBlock” this school year as our daily student-directed inquiry time in Grades 6 and 7. The goal of this block is to give students the autonomy to discover and explore their areas of interest and the support to pursue them effectively, while building (ATL) skills and mastering various learning outcomes (SLO’s). During xBlock Grade 6 and Grade 7 students are mixed into groups of 10-12 pupils and paired with an Advisor that supports each student through their personal journey of inquiry. Out of eight blocks per cycle, five are dedicated to this work, while three others integrate a social and emotional learning component through Advisory sessions and our “Life 101” wellness curriculum, supported by our Middle School Counsellor. The sum of these blocks represent exactly 20% of our 6th & 7th grade students’ formal school life. Our purpose in building this learning structure is to best equip our students for the complex world in which we live by putting student voice and choice at the center of learning; inspiring international mindedness, personal excellence, and creative thinking. This connects directly with the NIS Mission and Strategy and is supported by best-practice within our Region and around the world. Please contact your child’s Advisor for details and stay tuned for opportunities to get involved!

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Contact Details

Nanjing International School

Xue Heng Lu 8

Xian Lin College and University Town Qi Xia District

Nanjing 210023 P.R.China

Phone: +86 25 85899111

Fax: +86 25 85899222 http://www.nanjing-school.com

Director: Mr Laurie McLellan [email protected] Deputy Director - Learning: Mrs Arden Tyoschin [email protected] Deputy Director - Operations and Finance: Mr Arek Owczarek [email protected] Admissions Director: Mrs Sue Northcott [email protected]

Head of Primary: Mrs Marina Gijzen [email protected] Head of Middle School: Mr Kasson Bratton [email protected] Head of Upper School: Dr Juan Saavedra [email protected] Counsellors: Ms Kris Bezzerides (K-G8) [email protected] Ms Gretchen Galaty (G9-G12) [email protected]

grade 7 curriculum overview - nanjing international … · grade 7 curriculum overview ... testing...

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